The advances in Virtual Reality technologies, increased availability and reducing hardware costs have diminished many of the early challenges in the adoption of VR. However, a commonly identified gap in immersive Virtual Reality-Head Mounded Display (VR-HMD) training for medical education is the confidence in the long-term validity of the applications, in particular, the acceleration of the learning curve efficacy of learning outcomes over time and actual skills translation into real environments. Research shows a wide range of ad hoc applications, with superficial evaluations often conducted by technology vendors, based on assumed environments and tasks, envisaged (as opposed to actual) users and effectiveness of learning outcomes underpinned with little or no research focusing on a requirements-driven validation approach. This presents decision-making challenges for those seeking to adopt, implement and embed such systems in teaching practice. The current paper aims to (i) determine
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The reduction of medical error in clinical procedures is a key factor in improving patient safety and health outcomes. This paper describes an empirical study that compared the human error outcomes between two novice groups of medical students performing Arterial Blood Gas collection; both groups of students were given the same traditional training (bookwork, demonstration and simulated practical), however the study group was provided with an interactive Virtual Reality (VR) practical experience developed by Vantari VR prior to the simulated practical. The results of the study showed that students who had undertaken the VR clinical skills training recorded 40% less errors during a simulated practical than the control group. The contributions of this study are threefold: 1) that VR-based clinical skills training is viable and provides improved outcomes for learners, 2) improved insights into the nature of human error in VR training and 3) prospective and retrospective error analyses are
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